Background
Noemi and her family live in Mexico near the monarch sanctuary
called Sierra Chincua. The two videos you are about
to see were made in their kitchen, an out-building where they
cook on a wood-fired stove. In the first video, Noemi and her
father send a greeting and invite you to visit the monarch sanctuaries
in their community. In the second video, they introduce the
Spanish words used when studying monarch butterflies in Mexico.

Video
Clip #1: Greetings from Mexico!Introduce and play the first video, Greetings from Mexico.
Encourage students who do not speak Spanish to listen for words
they can translate into English. Here are a few words students
with little or no background knowledge of Spanish may "catch"
when they hear the video greeting for the first time: hola,
mariposa, monarca, Canada, Mexico.

If you have students who speak Spanish, invite them to help
translate words to understand what Noemi and her dad are saying.
If no student translators are available in your class, provide
copies of the written
transcript and challenge them to find familiar words. After
they have had a chance to read the Spanish version of the message,
provide the English version. Have students explore the Spanish
and English versions of the message side-by-side. After exploring
the written texts, replay the video message. How many words
were they able to understand?
What visual details in the video clip caught students' attention?

Video Clip #2: Learning Spanish Words With Noemi and
Her Dad
In the second video clip, Noemi and her dad will help your students
learn Spanish words related to monarchs. When you play the clip
for the first time, have your class focus on listening and capturing
words. Play the clip multiple times, inviting students to pronounce
and decipher the words they hear. Give students the word
list of Spanish words used in this clip and challenge them
to predict the English translation. Complete the sheet together
using the answer
key provided. With a copy of their completed sheet in front
of them, play the video clip again, encouraging students to
pronounce each word on the list along with Noemi and her dad.
Have students predict which five words they'll need most often
as they study monarchs. Ask students to share their reasoning.

Just
for fun: Did you catch what Noemi's dad says at the
end of the clip? "¡Soy una estrella!"
("I'm a star!")

Lesson Extentions

Invite
students to use the words they learned from Noemi and her
dad to create a Spanish-English dictionary. During your study
of monarchs in Mexico, encourage students to add words to
the classroom dictionary.

Use
the map
of Mexico and have students locate Sierra Chincua, the
monarch sanctuary near Noemi's family's home. Read through
"The
Story Behind the Video" together. Encourage students
to share their responses to the video greeting and story.